hotseating activity

why it works

  • This technique is highly student-centered. When you ask students for advice, you are letting them take on the “mantle of the expert.” Giving them authority is a great way to build self efficacy: the belief in one’s own ability to succeed or accomplish a task. By giving them ownership of how the story goes, you are stimulating their interest and engagement.
  • When you facilitate as another character, you immediately engage students because it's different than a regular day. Be aware, this activity can be so engaging that your students can get a little riled up. Use some refocusing techniques if the enthusiasm turns into distraction.
  • If you ask students to play other characters, you are helping them build empathy and understanding for different experiences. Even if you are the only one playing a character, you are modeling that same emotional development.

modifying this technique

  • For a greater challenge, you can ask your students to play characters too. For example, in Ruthie’s scenario, your students could play guests at the muddy birthday party. Or they can all play the same character, like Froggie’s cousin who is throwing the party. In a different scenario, students can play characters that don’t exist in the story, like detectives or reporters who are trying to gather information.
  • If your students are playing characters, make sure they have enough time to get into character. Ask them, how does this character talk? How does this character move? How does this character feel about the story? And be clear about when the students are supposed to transform into this character.
  • This activity can fit into a letter writing curriculum by having students write letters to the character before the character comes to class. Make sure that you have at least a day to read the letters before the character arrives.

skill breakdown

Before the lesson:

PICK A CHARACTER
Choose a character from a book, a notable person in history, or even a character that you made up.

  • Remember: Regardless of which kind of character you pick, make sure your students know enough about the character to understand the activity.

PICK A SIGNIFIER
Choose a simple prop or costume to visually signify when you become the character. Make sure it’s something that’s easy to put on; no need for elaborate costumes and makeup.

  • Why? Once your character has a visual signifier, half of your acting work is done!

HOW DO THEY ACT?
How does your character move and talk?

  • Why? Being specific about what kind of character you're playing will make you more engaging.

Is your character slow with a deep voice? Does your character have a British accent and wring their hands a lot? Does your character dart around the room and have a really quiet voice? Pick a characterization that is easy and fun for you to do!

  • Remember: Don’t be afraid to think outside of the box. For example, not all bears need deep voices. If you do a mean Southern accent, why not make this a charming Texan bear?

Most importantly, practice being this character. Out loud. You can practice in your mirror, with your family, or to random strangers on the train! (Kidding.)

  • Why? If you are comfortable playing this character, you’ll be able to focus on facilitating the activity instead of figuring out your character.

PICK A QUESTION OR PURPOSE
When planning this lesson, be clear about the reason this character is coming to class. An easy way to start is to have a question that you need the students to help you answer.

  • Notice: Ruthie’s character, Froggie, asks the question: “I am going to a muddy party, but I don’t like mud, and I need to find a way to attend the party without getting dirty! What should I do?”
  • Why? If you have a clear purpose for being there, you have a script and structure to keep you on track.
  • Modification: You could also come in with the purpose of answering students' questions about the story. For example, you could play a farmer, and answer questions about the life cycle of your apple trees.

DURING THE LESSON:

SCAFFOLD THE ACTIVITY
As always, break the activity into clear steps, and practice each step before moving on to the next. Make sure students understand the previous step before introducing the next step.

  • Why? Scaffolding activities is a way to make sure no one is left behind.


REVIEW THE CHARACTER AND STORY
Make sure that students know enough about the character. If you need to, review everything you know about this character and their story so far. This is a great opportunity to ask students to act out the story recap by using “let’s all say that” and frozen pictures.

WHY ARE THEY VISITING?
Explain why the character is visiting the class. If they are coming in to to ask for help with a problem, let the students know what the problem is.

  • Notice: In the video, Ruthie has clearly brainstormed solutions to Froggie’s problem with her class before the activity started.
  • Remember: If the character is coming to give the class information, make sure that your students come up with questions to ask the character before they arrive. It might be helpful to write the questions or solutions up on the board to keep the activity on track.

SHOW SIGNIFIER
Show the class your character’s signifier, and explain that when you wear/carry it, you are playing the character.

  • Notice: Ruthie practices this a few times with her class to make the transition clear.

1, 2, 3, ACTION!
Make it clear that when the class say “1,2,3 action” you will become the character. Practice this step a few times.

  • Notice: Ruthie says “1,2,3 action” with her students. She is modeling enthusiastic engagement.

BECOME THE CHARACTER
Ruthie turns into Froggie quickly so that the class doesn’t lose focus. She doesn’t ask her question immediately, instead she chats with the class a little.

  • Why? She’s letting the class get to know Froggie before they start problem solving.

FACILITATING IN CHARACTER
Ruthie is still deftly facilitating the activity, even as a shy and nervous frog.

  • Why? Staying in character while facilitating keeps the students engaged and focused.
  • Remember: This is why it’s so important to practice your character before you come to class. If you are still figuring out how your character acts, it can be hard to focus on classroom management.

PROBLEMATIZE
Challenge the students’ critical thinking by asking them to be specific about all the steps of their solutions.

  • Notice: Ruthie isn’t satisfied with the solutions that the students offer at first; she asks them “where can I find all these inventions?”. She could challenge them further by asking “How will I attach the vacuum cleaner to the swimsuit?” Or “What should I do if mud gets inside the umbrella boat?”

If your students come up with improbable answers, don’t tell them they’re wrong; ask them to explain their answer.

  • For example, if a student said that Froggie could use magic to keep himself clean, ask them “where would Froggie learn magic?” If you are looking for solutions to a real-life problem, you could validate the answer by pointing out that “this is a great solution for a world where magic exists, but our world doesn’t have magic, so what is a solution that doesn’t use magic?”
  • Why? Validate their creativity while making sure they can distinguish between fiction and non-fiction.